Tara Kirton

Dr. Kirton holds an EdD in Curriculum and Teaching with a specialization in Early Childhood Education from Teachers College, Columbia University. She has held various positions in early childhood education over the past twenty years, some of which include preschool teacher, special education itinerant teacher (SEIT), curriculum writer, professional development facilitator, and consultant. As a SEIT Dr. Kirton partnered with families to advocate for young children with dis/abilities to have access to joyful learning experiences every day and to be fully integrated into their classroom environment.

Dr. Kirton’s partnership and collaboration have also extended to school administrators, teachers, and therapists to consider various approaches to support learning and development. Dr. Kirton has written curriculum, facilitated workshops on centering and affirming racial and cultural identity, and coached early childhood teachers through ongoing professional development opportunities on play-based learning in kindergarten through 2nd grade. Dr. Kirton has taught courses and supervised pre-service and in service teachers in early childhood and special education in several programs across New York City. Her dissertation, In Their Own Words: Black Children and Families Share Their Experiences in Early Childhood Programs, explored the experiences of six Black families who attended early childhood programs in New York City. Dr. Kirton received the 2026 Critical Perspectives in Early Childhood Education (CPECE) Dissertation Award from the American Educational Research Association (AERA). She is a 2025-2027 National Council of Teachers of English Professional Dyads and Culturally Relevant Teaching (NCTE PDCRT) cohort member.

• Ed.D. Curriculum and Teaching, Early Childhood Education, Columbia University
• M.S.Ed. Early Childhood Special and General Education, Bank Street College of Education
• M.A. Public Communications, Fordham University
• B.A. English, State University of New York at Albany (SUNY)

• Creative Arts and Play-Based Learning
• Supervised Practicum in Early Childhood
• Early Childhood Curriculum
• Early Childhood Student Teaching Seminar

Dr. Kirton’s work is situated at the intersection of Black education, early childhood education, and dis/ability studies. She centers historical, critical, and racial literacies and culturally responsive pedagogy in her work with teacher candidates. Dr. Kirton’s research also explores critical AI literacy development in teacher education.

• Kirton, T. (under review). Moving towards the light: Navigating global challenges through early childhood education and care values. Global Education Review.
• Kirton, T., & Llerena, C. (2026). Women of a Certain Age on the Doctoral Path: Stories of Relationship, Resilience, and Academic Becoming. Teachers College Record. https://doi.org/10.1177/01614681261424151
• Kirton, T., &; Caton, L. (2025). Confronting race and representation in early childhood education. In Faragó, F., Escayg, K., & Husband, T. (Eds.), Anti-Racism in Early Childhood Education: Challenging Whiteness to Implement Just Practices. (pp. 77-88). Teachers College Press.
• Kirton, T. (2023). “I cannot do this anymore”: A teacher educator responds to the COVID‐19 and racism pandemics of 2020. Gláuks: Revista de Letrase Artes. 22(2), p. 59‐80. https://revistaglauks.ufv.br/Glauks/article/view/184/239
• Kirton, T., (2023). Septima Clark and the fight for civil rights. AAIHS. https://www.aaihs.org/septima-clark-an-unsung-hero-in-the-fight-for-civil-rights
• Kirton, T. (2023). Preschool suspensions are harmful — and surprisingly common. Chalkbeat. https://www.chalkbeat.org/2023/1/18/23559188/preschool-suspensions-expulsions-harmful-common
• Kirton, T. (2021). Fighting for justice in education: How schools can lead the change towards a more equitable world. Occasional Paper Series, Vol. 46 – Bank Street College of Education.

• Hunter College Community Engagement Seed Grant (2026). Sustaining Language and Culture in Pre-K. ($5,000)
• Hunter College Community Engagement Seed Grant (2026). Enhancing pre- and in-service teacher learning by integrating teacher education, professional development, and evidence-based research. ($5,000)